history - mr. jourdain's web experience mapping hfn.pdfthe glencoe history of a free nation...
TRANSCRIPT
OF A FREE NATION
HISTORY
New York, New York Columbus, Ohio Mission Hills, California Peoria, Illinois
GLENCOEMcGraw-Hill
Concept MappingActivities
TO THE TEACHER
Concept Mapping Activities is a collection of graphic organizers that help students structure conceptual-ly the knowledge they have gained from History of a Free Nation. The booklet consists of 72 conceptmaps—one concept map for each of the two concepts emphasized in every chapter. On each mappingactivity worksheet the student is introduced to the activity by relating the chapter content to the speci-fied concept that the student will map. The activity concludes with a suggested concept generalizationthat can be drawn from the information on the map.
The Glencoe History of a Free Nation concept mapping program is developmental, beginning with sim-ple concept maps, in which most of the map is completed for the student, and continuing with mapsthat require increased student involvement. Students also gain practice in writing concept generaliza-tions as they proceed through the concept mapping activities.
These reproducible activity worksheets can be copied for student use or made into transparencies forclassroom use. An answer key for the maps begins in the back of the booklet.
CREATING A CUSTOMIZED FILE
There are a variety of ways to organize History of a Free Nation teaching aids. Several alternatives increating your own files are given below.
Organize by category (all activities, all tests, etc.)
Organize by category and chapter (all Chapter 1 activities, all Chapter 1 tests and quizzes, etc.)
Organize sequentially by lesson (activities, quizzes, tests, for Chapter 1/Section 1, Chapter 1/Section 2, etc.)
No matter what organization you use, you can pull out individual worksheets from these booklets foryour files, or you may photocopy directly from the booklet and file the photocopies. You will then beable to keep the original booklets intact and in a safe place.
Copyright © by Glencoe/McGraw-Hill. All rights reserved. Permission is granted to reproduce thematerial contained herein on the condition that such material be reproduced only for classroom use;be provided to students, teachers, and families without charge; and be used solely in conjunction withHistory of a Free Nation. Any other reproduction, for use or sale, is prohibited without prior writtenpermission of the publisher.
Send all inquiries to:Glencoe/McGraw-Hill936 Eastwind DriveWesterville, OH 43081-3374
ISBN 0–02–823785–4
Printed in the United States of America
2 3 4 5 6 7 8 9 10 024 02 01 00 99 98 97
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★Concept MappingT A B L E O F C O N T E N T S
UNIT 1A NEW WORLD: Prehistory to 1776CHAPTER 1:The World in Transition
Diverse Cultures 1Economic Change 2
CHAPTER 2: The Age of Exploration
Discovery and Exploration 3Values and Beliefs 4
CHAPTER 3: Colonial America
Migration 5Values and Beliefs 6
UNIT 2CREATING A NATION: 1650–1789CHAPTER 4:The Road to Revolution
Political Control 7Political Protest 8
CHAPTER 5:War for Independence
Revolution 9Civil Rights and Liberties 10
CHAPTER 6:A More Perfect Union
Political Control 11Central Authority 12
UNIT 3LAUNCHING THE REPUBLIC: 1789–1824CHAPTER 7:The Federalist Era
Leadership 13Political Values 14
CHAPTER 8:Age of Jefferson
Geographic Expansion 15National Identity 16
CHAPTER 9:Nationalism and Change
World Power 17National Community 18
UNIT 4TOWARD A DEMOCRACY: 1820–1854CHAPTER 10:Sectionalism
Free Enterprise 19Economic and Cultural Change 20
CHAPTER 11:Age of Jackson
Political Change 21Economic Policy 22
CHAPTER 12:The Spirit of Reform
Reform 23Values and Beliefs 24
UNIT 5DIVISION AND REUNION: 1825–1877
CHAPTER 13:Manifest Destiny
Expansion 25Migration 26
CHAPTER 14:Compromise and Conflict
Economic Diversity 27Political Conflict 28
CHAPTER 15:The Civil War
Conflict 29Rights and Freedoms 30
CHAPTER 16:Reconstruction
Adaptation 31Power and Authority 32
UNIT 6NEW HORIZONS: 1860–1900
CHAPTER 17:Into the West
Conflict 33Expansion 34
CHAPTER 18:The Rise of Industrial America
Government Restriction 35Individual Initiative 36
CHAPTER 19:An Urban Society
Unity 37Conflict 38
CHAPTER 20:The Gilded Age
Corruption 39Public Protest 40
CHAPTER 21:Politics and Protest
Economic Inequity 41Social Change 42
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
iii
UNIT 7ENTERING A NEW CENTURY: 1867–1920CHAPTER 22:Imperialism
Economic and Political Power 43Confrontation 44
CHAPTER 23:The Progressive Era
Values and Beliefs 45Reform 46
CHAPTER 24:White House Reformers
Interests and Positions 47Economic Competition 48
UNIT 8CRUSADE AND DISILLUSION: 1914–1932CHAPTER 25:World War I Era
Conflict 49Interests 50
CHAPTER 26:The Decade of Normalcy
Economic Change 51Social Change 52
CHAPTER 27:The Depression Begins
Economic Change 53Political Policy 54
UNIT 9TIMES OF CRISIS: 1932–1960CHAPTER 28:The New Deal
Economic Reform 55Political Leadership 56
CHAPTER 29:World War II
International Alliances 57Military Conflict 58
CHAPTER 30:The Cold War
Political and Economic Power 59Leadership 60
CHAPTER 31:Search for Stability
International Leadership 61Economic Growth 62
UNIT 10REDEFINING AMERICA: 1954–PresentCHAPTER 32:The Civil Rights Era
Civil Rights 63Foreign Policy 64
CHAPTER 33:The Vietnam Era
Social Upheaval 65War 66
CHAPTER 34:Camelot to Watergate
Corruption 67Presidential Powers 68
CHAPTER 35:Search for Solutions
Political Ideology 69Leadership 70
CHAPTER 36:Toward a New Century
Challenges 71Reform and Change 72
ANSWER KEY 73
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
iv
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
Concept MappingRecent research on learning reveals a strong need for students to enhance their memory and think-
ing capacities by using new ways to organize the information they learn. An example of one of the newrecommendations is the advance organizer, a prereading assembly of information that directs students’attention to what is important within upcoming material. In the Glencoe History of a Free Nation pro-gram, Setting the Scene, which opens each unit, chapter, and section, is an advance organizer.
Another recommendation is cognitive mapping, a visual representation of facts and concepts andtheir interrelationships within an organized framework. Cognitive maps may also be called conceptmaps, graphic organizers, thinking frames, or graphic outlines. Each of these names stresses a benefit ofmapping–
• graphic in form• organizes information• enhances conceptual understanding• promotes critical thinking
The Glencoe History of a Free Nation cognitive mapping program emphasizes the conceptual frame-work of the student edition. The mapping activities in this booklet, which students will learn about andpractice, center on historical concepts. These concept maps visually represent each of the conceptsemphasized within the 36 chapters in the program.
What is a Concept Map?Concept maps are visual road maps, showing the connections among the facts and concepts pre-
sented in the chapter content. Good concept maps start at the top or center with broad, general concepts,followed with progressively more specific information. At a glance the map displays the central conceptwith key supportive factual details. Because students find the idea of studying concepts very abstract,the graphic provides them a concrete vehicle through which to gain better understanding. Recentresearch points out that students retain more knowledge for longer periods of time when concept map-ping is used as a learning tool during study.
Concept maps come in different forms, some of which are illustrated below. The structure of thegraphic chosen for each concept should reflect the structure of the content it represents. For example, ifthe text material is describing the causes of a certain event, a particular graphic such as a fishbone mapwould best illustrate the concept. If the text is describing a hierarchy among vocabulary terms, a net-work tree, often called a web, will best provide the structure to illustrate the proper ordering of thewords.
PurposeDescribes a key conceptthrough a description of itskey attributes and specificdetails of those attributes.
PurposeDescribes the stages in a cycle,steps in a process, sequences ofevents, or goals, actions, andoutcomes of a person, group,or organization.
PurposeIllustrates cause-and-effectrelationships and complexinterrelationships.
CONCEPT effect
detail detailStep 1
Step 2
Step 3
caus
e
cause
detail
v
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
How do I integrate concept mapping with other teaching strategies?Concept mapping is often likened to playing sports, the sport in this case being thinking. As with
playing any sport, it takes time to learn all the intricacies of concept mapping, but the fun is in the prac-ticing. Many high-school students, who were weaned on television and video games, learn more readi-ly when they can be taught through a visual format, and concept mapping makes thinking a visibleprocess. Take note which students seem to learn better visually and observe their aptitude for mapping.Because some students may be better at one kind of map than another, capitalize on their expertise andask for their assistance in “coaching” the rest of the class.
To initially introduce your students to concept mapping, you may wish to begin the school year bysimply replicating a concept map during a lecture or discussion of a subject. Completing a concept maptogether as a class activity—possibly using an overhead—can serve the purposes of brainstorming,introducing a new concept, reviewing a chapter of study, and synthesizing the information among sec-tions in a chapter. Ask students to assist you in verbalizing the relationships between the main conceptand the factual details in the map. Always conclude each mapping activity by making a generalizationabout the concept.
You may also choose to assign mapping to groups, in which several students are asked in a cooper-ative learning setting to complete a concept map. When students have grown accustomed to the differ-ent mapping forms and are comfortable with mapping, mapping activity worksheets can be assigned tostudents as individual seatwork or homework.
To assist in teaching students about concept mapping, the Glencoe History of a Free Nation mappingprogram is developmental. You will find that the mapping activity worksheets in the early chapters arenearly complete. Later chapters become increasingly more challenging as students find fewer parts ofeach map completed for them.
Note that the answer key provides completed maps, but many of the answers are suggested. It is rec-ommended that teachers be flexible in accepting other student responses that show an understanding ofthe conceptual relationships in the map.
BibliographyHolley, C. D., and D. F. Dansereau. Spatial Learning Strategies: Techniques, Applications, and Related Issues.
Orlando, FL: Academic Press, 1984.Jones, Beau Fly, Jean Pierce, and Barbara Hunter. “Teaching Students to Construct Graphic
Representations,” Educational Leadership. December 1988/January 1989, pages 20–25.McTighe, Jay, and Frank T. Lyman, Jr. “Cueing Thinking in the Classroom: The Promise of Theory-
Embedded Tools,” Educational Leadership. April 1988, pages 18–24. Novak, Joseph D., and D. Bob Gowin. Learning How to Learn. Cambridge: Cambridge University Press,
1984.
PurposeShows the similarities and differences betweentwo or more people, places, things, or ideas.
PurposeIllustrates cause-and-effect and hierarchical relationships.
attribute
attribute
attribute
Comparison Matrix
idea 1 idea 2
Network Tree [or Web]
vi
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
1Concept Mapping ActivityHistory of a Free Nation
THE WORLD IN TRANSITION
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 1C H A P T E R 1
Concept: Diverse CulturesThe first peoples of the Americas developed diverse cultures as they adapted to
their environment. The cultures of these groups varied in organization and achieve-ments. Complete this spider map, which illustrates important facts about each cul-ture. Then read the generalization about diverse cultures that has been written fromthe information in the map.
Concept Generalization: The cultures of Central and South America developed to higher levels than the cultures of North America.
Economy:
Government: village
Achievements:
farm
ing
ball c
ourts
temple
-py
ram
ids
trade
man
ufac
turin
g
store
hous
essu
spen
sion
bridg
eswrit
tenlan
guag
eca
lenda
r
Achievements:Achievements:
Economy:
Government: village
Economy:
Government: city-state
Cultu
re: I
nca
farm
ing
Economy:
Culture: Maya
Culture: irriga
tion
cana
ls
Cultu
re: H
opew
ell
Government:
Achievements:
SOME NATIVEPEOPLES OF THE
AMERICAS
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
2 Concept Mapping Activity History of a Free Nation
THE WORLD IN TRANSITION
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 2C H A P T E R 1
Concept: Economic ChangeDuring the Middle Ages, the economy of Europe was greatly affected by con-
tacts with other cultures in the Middle East, Asia, and North Africa. The Crusadesand trade with China exposed Europeans to many new products and ideas thataffected the European economy. The network tree below illustrates how such con-tacts influenced trade and learning in Europe. Complete the concept map, and readthe generalization about economic change that has been written from the informa-tion in the map.
Concept Generalization: Through contact with China and the Middle East, Europeansgained access to new products and ideas, which affected their economy.
ECONOMIC CHANGES IN EUROPE
influence of the Crusades influence of contact with China trade
trade learning/inventionslearningtrade
silk
spices
algebra silk compass
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
3Concept Mapping ActivityHistory of a Free Nation
THE AGE OF EXPLORATION
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 1C H A P T E R 2
Concept: Discovery and ExplorationSince the beginning of time, people have been curious about what lies down the
river, across the mountain range, or around the bend in the road. In the 1400s and1500s, European adventurers looked beyond their boundaries to discover andexplore parts of their world that were unknown to them. The spider map belowincludes some of these adventurers, along with the purposes and results of theirexplorations. Complete this concept map, and then read the generalization aboutdiscovery and exploration that has been written from the information in the map.
Concept Generalization: The discoveries made by these adventurers did not alwaysfulfill the purposes of their explorations.
discovered San Salvador and Columbus: explored many Caribbean islands
Magellan:
Purp
ose:
to se
arch
for a
trad
e rou
te to
Asia
Purp
ose:
to se
arch
for
Purpose: to search for
DISCOVERY ANDEXPLORATION OFTHE AMERICAS
Frobisher:
Cartier:
Cortés: conquered the Aztec capital
Pizarro:
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
4 Concept Mapping Activity History of a Free Nation
THE AGE OF EXPLORATION
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 2C H A P T E R 2
Concept: Values and BeliefsThe Spanish and the French had different values and beliefs about Native
Americans. The network tree below illustrates how these differing values and beliefsaffected their interactions with Native Americans. Complete the concept map, andthen read the generalization about values and beliefs that has been written from theinformation in the map.
Concept Generalization: The French believed in coexisting with Native Americans,while the Spanish exploited them.
Spanish French
VALUES ABOUT NATIVE AMERICANS
forcedlabor conquered converted accepted
encomiendasystem
furs lived amongNative
Americans
Black Robes
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
5Concept Mapping ActivityHistory of a Free Nation
COLONIAL AMERICA
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 1C H A P T E R 3
Concept: MigrationPeople migrated to America for various reasons. There they founded different
colonies based on their motivations for migration. The network tree below illustratescolonists’ reasons for migration and the colonies they settled. Complete the conceptmap, then read the generalization about migration that has been written from theinformation in the map.
Concept Generalization: People migrated to the Americas for various reasons, such as economic opportunities, religious freedom, and by force.
WHY PEOPLE MIGRATED TO AMERICA
economicopportunity
by force
Catholics Puritans Pilgrims preciousmetals
enslavedpeople
Where: Where: Where: Where: Where: Where: Where: Where:
Pennsylva-nia
Delaware
NorthernCarolina
Georgia
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
6 Concept Mapping Activity History of a Free Nation
COLONIAL AMERICA
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 2C H A P T E R 3
Concept: Values and BeliefsNorth America’s vast lands afforded Europeans a refuge from religious perse-
cution as well as economic opportunity. No longer did groups whose values andbeliefs differed from the majority have to suffer intolerance and discrimination. Theevents chain below traces the development of religious freedom in America.Complete the concept map, then read the generalization written from it on religiousfreedom in America.
Concept Generalization: People persecuted for their religious beliefs sought religiousfreedom by establishing new colonies in America.
1534Church of England breaks with Catholic Church
RELIGIOUS FREEDOM IN AMERICA
1607
1620Pilgrims leave Holland and settle in America
1630
1634
1636Rhode Island settled by religious dissenters from Massachusetts
1637
1649
1682
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
7Concept Mapping ActivityHistory of a Free Nation
THE ROAD TO REVOLUTION
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 1C H A P T E R 4
Concept: Political ControlThe British government exercised political control over America by attempting
to control the economy of the colonies and the actions of the colonists. The spidermap below illustrates the political control attempted by the British. Complete theconcept map by listing examples of political control. Then read the generalizationabout political control that has been written from the information in the map.
Concept Generalization: The British exercised different types of political control overthe colonies, which restricted colonial trade, industry, and the development of settlements.
Purp
ose:
to re
gulat
e tra
de
Purp
ose:
to ra
ise m
oney
Purpose: to control industry
Purpose: to control behavior
FORMS OFBRITISH POLITICAL
CONTROL
Stamp Act
Sugar Act
Molasses Act
Proclamation of 1763
Navigation Act of 1651
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
8 Concept Mapping Activity History of a Free Nation
THE ROAD TO REVOLUTION
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 2C H A P T E R 4
Concept: Political ProtestAs British control tightened, the colonists became more resentful. British actions
fueled political protests throughout the colonies. The concept map below includes someof the British actions and the colonists’ reactions. Complete the concept map, then readthe generalization on political protest written from the information in the map.
Concept Generalization: As the British passed new laws, the political protests of thecolonists took a variety of forms and became stronger.
1763Proclamation of 1763
1765 1767Townshend Acts
1773Parliament aids British
East India Company
taxed many articlesand documents
forms of political protest:
effects on colonies:
many colonistscrossed Appalachians
after 1765
Boston Tea Party
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
9Concept Mapping ActivityHistory of a Free Nation
WAR FOR INDEPENDENCE
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 1C H A P T E R 5
Concept: RevolutionThe British and the Americans were not equally matched during the Revolution.
Each side had advantages and disadvantages that affected the outcome of the war.The network tree below illustrates these advantages and disadvantages. Completethe concept map, and read the generalization that has been written from the map.
Concept Generalization: While the British were more prepared for war than theAmericans, the fighting tactics and other strengths of the Americans helped them toovercome their disadvantages .
THE AMERICAN REVOLUTION
American British
advantages disadvantages advantages disadvantages
hit-and-run
tactics
lack of funds
sufficientfunds
Britishfought far fromhome
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
10 Concept Mapping Activity History of a Free Nation
WAR FOR INDEPENDENCE
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 2C H A P T E R 5
Concept: Civil Rights and LibertiesThe basis of American civil rights and liberties is expressed in the Declaration of
Independence. Jefferson referred to the idea of natural rights and to the contract the-ory of government when he wrote the Declaration of Independence. The fishbonemap below illustrates these two ideas. Complete the concept map, and read the gen-eralization on civil rights and liberties that has been written from the information inthe map.
Concept Generalization: The Declaration of Independence set forth the rights of allpeople and established the characteristics of just government.
CIVIL RIGHTS ANDLIBERTIES IN THEDECLARATION OFINDEPENDENCE
equality
purpose:
power source:
unjust government justifies revolution
natu
ral r
ight
s
government by social contract
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
11Concept Mapping ActivityHistory of a Free Nation
A MORE PERFECT UNION
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 1C H A P T E R 6
Concept: Political ControlAfter absolute rule without representation under Britain, Americans sought more
political control within the constitutions of their individual state governments. Butwhen the colonies won independence, each colony approached the prospect of a con-federation from its own needs and interests. Complete the comparison matrix belowthat illustrates how executive and legislative powers were allocated in independentstate governments, the Articles of Confederation, and the Constitution. Then read thegeneralization on political control that was written from the concept map.
Concept Generalization: The Constitution demonstrated a trend toward more politicalcontrol by government than was allocated under state constitutions or the Articles of Confederation.
AREA OF POLITICALCONTROL
independent stategovernments
Articles of Confederation Constitution
executive power
legislative power to regulate commerce
legislative power to raise armies
legislative power to coin money
legislative power overslavery
legislative power to tax
no guidelines
each state determined need for militia
power given to individual states
no power granted
power granted to Congress
term granted for 4years; veto power
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
12 Concept Mapping Activity History of a Free Nation
A MORE PERFECT UNION
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 2C H A P T E R 6
Concept: Central AuthorityAmerican leaders struggled with the issue of central authority when they devel-
oped both the Articles of Confederation and the Constitution. The network treebelow includes information about the authority granted to Congress in each docu-ment. Complete the concept map, then read the generalization.
Concept Generalization: The Constitution grants Congress more authority than did theArticles of Confederation.
AUTHORITY
Articles of Confederation Constitution
military
able toraise an
army and navy
taxation money military taxation commerce
able to regulate
commerce
moneycommerce
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
13Concept Mapping ActivityHistory of a Free Nation
THE FEDERALIST ERA
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 1C H A P T E R 7
Concept: LeadershipWithout effective leadership, large enterprises are not accomplished. Starting a
new government for a new nation was certainly a large enterprise. The people of theyoung United States were fortunate. They had an unusual number of talented, ded-icated leaders. Complete this spider map, which illustrates the accomplishments ofthese successful leaders. Then read the generalization on leadership.
Concept Generalization: Leadership involves a variety of qualities that inspire peopleand organizations to achieve great things.
EARLYPOLITICALLEADERS
long record of public service
kept United States out of war
served as Vice President and President
established precedents
influenced legislation
put down rebellion
opposed federal power
led Republican Party
defended democracy
promoted economic prosperity
devised government's financial plan
strengthened federal government
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
14 Concept Mapping Activity History of a Free Nation
THE FEDERALIST ERA
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 2C H A P T E R 7
Concept: Political ValuesAmerican democracy has worked in large part because citizens have demon-
strated their ability to make responsible decisions for the common good. In thenation’s early years, however, American officials and world leaders speculatedabout whether Americans possessed the political values necessary for the success ofthe republic. The network tree below illustrates the attitudes some leaders had aboutthe political values of Americans. Complete the map and read the generalization onpolitical values that was written from the concept map.
Concept Generalization: Although leaders did not always agree about political values,their attitudes influenced the making of national policies.
AMERICAN POLITICAL VALUES
defense liberty democracy
NapoleonBonaparte
AlexanderHamilton
AlexanderHamilton
Americanswould give their lives to defend their national
soil.
The preservationof the “sacred fire of liberty” is entrusted to the hands of the American
people.
If given a chance, people are decent and
reasonable.C
opyr
ight
© b
y G
lenc
oe/
McG
raw
-Hill
.
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
15Concept Mapping ActivityHistory of a Free Nation
AGE OF JEFFERSON
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 1C H A P T E R 8
Concept: Geographic ExpansionIn the early years of the nineteenth century, many Americans wanted to expand
the nation’s borders. The network tree below illustrates how the United Statesattempted to take advantage of opportunities for national expansion between 1800and 1815. Complete the map and read the concept generalization written from it ongeographic expansion in the United States.
Concept Generalization: The United States used both its financial and its militaryresources in its attempts to expand geographically.
UNITED STATES GEOGRAPHIC EXPANSION
Great Britain
United States invaded United States wanted United States acquired
by negotiationby war
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
16 Concept Mapping Activity History of a Free Nation
AGE OF JEFFERSON
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 2C H A P T E R 8
Concept: National IdentityEven today, Americans think of themselves as having a distinct national identi-
ty. In the early 1800s, Americans felt that their personal freedoms, their writtenConstitution, their government, and their political system made their nation trulydifferent from the rest of the world. The spider map below illustrates that uniquenational identity. Complete the map and read the concept generalization writtenfrom it on national identity.
Concept Generalization: The United States was a nation that protected the rights, security, and interests of its citizens at home and abroad.
of dissent
prot
ectio
n ofcit
izens
' inter
ests
rule
bylaw
s,no
t indiv
iduals
peaceful political change
personal freedomand toleration
House decides election of 1800
Burr conspiracy trial
Louisiana Purchase
Louisiana Purchase political parties
UNITED STATESNATIONALIDENTITY
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
17Concept Mapping ActivityHistory of a Free Nation
NATIONALISM AND CHANGE
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 1C H A P T E R 9
Concept: World PowerRising to world power is a gradual and complex process for most nations. In the
1800s the United States worked to create the conditions necessary to achieve worldpower. Its early efforts in this long process are shown in the concept map below.Complete the map and read the generalization about world power.
Concept Generalization: Peace and stability at home, economic growth, and interna-tional leadership all led to growing power for the United States in the world.
establish peace
develop a national economy
• national bank•
protect nearby countries
encourage industry
• •
•
settle border tensions
• Rush-Bagot Agreement••
GROWING WORLD POWER
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
18 Concept Mapping Activity History of a Free Nation
NATIONALISM AND CHANGE
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 2C H A P T E R 9
Concept: National CommunityOne of the characteristics that binds the United States together is a sense of
national community. In the early 1800s, Americans were still getting used to the ideathat they were not a collection of individual states but a nation. Some events drewAmericans together into a national community, while other events promoted region-al or local concerns. Complete the continuum scale by placing each item listed belowon the scale at the position that indicates its approximate influence as a force fornational community or as a force that stimulated local identity. Then read the gener-alization that was written from the map.
Concept Generalization: Transportation improvements in the early 1800s promotedthe concept of national community, but other events addressed local issues andneeds.
Local Identity National Community
Erie Canal Adams-Onís TreatyConvention of 1818Tariff of 1816National Road
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
19Concept Mapping ActivityHistory of a Free Nation
SECTIONALISM
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 1C H A P T E R 1 0
Concept: Free EnterpriseEconomic activities based on private initiative in a free market system are an
American tradition of long standing. As the nation developed, this free enterprisesystem encouraged some Americans to take advantage of the opportunities thatgrowth and change presented. The concept map below illustrates this process.Complete the map and read the generalization about free enterprise.
Concept Generalization: Free enterprise combined with a variety of other factors to promote industrial growth and bring great change to the way many Americans livedand worked.
technology
• cotton gin•
natural resources
• water•
investment
• bank loans•
labor supply
• farmgirls•
transportation
• improved roads•
combined under a system of
FREE ENTERPRISE
to encourage the growth of
which led to growth of
which strengthened because of which encouraged
slavery poor working conditions foodproduction
transportationimprovements
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
20 Concept Mapping Activity History of a Free Nation
SECTIONALISM
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 2C H A P T E R 1 0
Concept: Economic and Cultural ChangeAs the nation’s sections developed specialized economic activities, sectional cultures
also evolved. The network tree below illustrates some of the economic and culturalchanges that occurred in each section. Complete the concept map and then read the gen-eralization about economic and cultural change that has been written from the map.
Concept Generalization: Each section of the nation developed unique economic andcultural characteristics.
ECONOMIC AND CULTURAL CHANGE
opening new opening new need for
led to led to led to
West
growth of
population
such as
growth of growth of
growth of
growth of
more rigid
South North
slavery
natureof work
changes in
behaviors
in
growth of
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
21Concept Mapping ActivityHistory of a Free Nation
AGE OF JACKSON
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 1C H A P T E R 1 1
Concept: Political ChangeDuring the 1820s the United States was growing and changing in many ways.
Many states began to change their stance on which Americans should have votingrights. What resulted was a dramatic increase in the number of voters in the 1828election compared to the election of 1824. Complete the fishbone map below, thenwrite a generalization about political change from the concept map.
Concept Generalization:
prop
erty
owne
rshi
p
man
y sta
tes l
ower
edor
elim
inat
ed
threetim
esas
many
more
votersparticipated
in1828
thanin
1824
Democratic
party'sappeal to
comm
onm
an
more interest in elections
POLITICALCHANGES
1824 TO 1828
ideas of Declaration of Independence
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
22 Concept Mapping Activity History of a Free Nation
AGE OF JACKSON
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 2C H A P T E R 1 1
Concept: Economic PolicyIn today’s complex business and industrial environment, government’s role in
regulating the economy is taken for granted. But in the early years of the nation’seconomic growth, the government’s economic policies were unsophisticated bymodern standards. The events chain below illustrates the links between economicconditions in the Age of Jackson and the government’s policies to deal with thoseconditions. Complete the concept map and read the generalization about the conceptof economic policy that has been written from the information in the map.
Concept Generalization: The government’s economic policies of the 1830s solved someproblems while creating others.
led to calls for
led to calls for
led to calls for
led to calls for
resulted in
expansion:• inflation• easy credit
contraction:• high prices•
expansion:• reckless investment••
contraction:• Depression of 1840•
political action:• second B.U.S. chartered
political action:•
political action:• Jackson issues Specie Circular
political action:•
resulted in
resulted in
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
23Concept Mapping ActivityHistory of a Free Nation
THE SPIRIT OF REFORM
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 1C H A P T E R 1 2
Concept: ReformDuring the late 1840s, the spirit of reform touched many aspects of American
life. Many people wanted improved public education; some worked for the abolitionof slavery; while others struggled for suffrage and women’s rights. This spirit ofreform prompted many changes in society. Complete the following fishbone mapand read the generalization about social reform written from this map.
Concept Generalization: Reform efforts were more successful in areas involving edu-cation and temperance than they were in human and civil rights.
SOCIALREFORM
outcomes:
causes:
caus
es:
outcomes:
causes:
temperance movement
abolition
upsurge of democratic feeling
organized movementamong religious groups
little effect on politics
publ
ic ed
ucat
ion
caus
es:
outc
omes
:
lyceum movement began
most free states providetuition-free elementaryeducation by 1850
most states passed lawsallowing women to managetheir property
women drew attentionto their causes
outc
omes
:
clergy interestedin eliminating evil
wom
en's
right
s mov
emen
t
free librariesestablished
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
24 Concept Mapping Activity History of a Free Nation
THE SPIRIT OF REFORM
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 2C H A P T E R 1 2
Concept: Values and BeliefsIn the decades preceding the Civil War a variety of reformers applied their val-
ues and beliefs to the rest of American society. Among their efforts were attempts toincrease the rights and opportunities for large numbers of Americans, as illustratedby the spider map below. Complete the map and read the generalization about val-ues and beliefs.
Concept Generalization: The success or failure of social and political change inAmerica was tied to the values and beliefs held by the majority of Americans.
expand religious opportunities
promote women's rights
Frederick Douglass
Elizabeth Cady Stanton
Samuel Gridley Howe
aboli
sh sl
avery
impr
ove e
duca
tion
AMERICAN BELIEF IN THE INDIVIDUAL
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
25Concept Mapping ActivityHistory of a Free Nation
MANIFEST DESTINY
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 1C H A P T E R 1 3
Concept: ExpansionDuring the mid–1800s, Americans felt it was their destiny to expand the nation’s
boundaries throughout North America. The events chain below illustrates the longprocess of expansion that resulted in the annexation of Texas and the Southwest.Complete the concept map and write a generalization about expansion from themap.
Concept Generalization:
Mexico breaks away from Spain and seeks settlers to develop Texas.1821:
Stephen Austin takes over land grant and brings American settlers to Texas.
1830:
Texans react to Mexico's crackdown on them by rebelling.
1836:
1845:
Dispute between United States and Mexico over Texas border results in war.
1848:
Final Outcome
Initiating Event
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
26 Concept Mapping Activity History of a Free Nation
MANIFEST DESTINY
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 2C H A P T E R 1 3
Concept: MigrationAmericans migrated west in the nineteenth century for many reasons. In the
1830s and 1840s, migration became a flood. Eventually, the regions in whichAmericans settled became part of the United States. The comparison matrix belowillustrates information about migration into four areas. Complete the concept mapand read the generalization about migration that has been written from the map.
Concept Generalization: Most Americans migrated west for land, but some had reli-gious or commercial reasons.
when settlementbegan
1822 1836
settlers pioneers
leaders
reasons
outcome
Stephen Austin
land on which to expand slavery
Brigham Young Whitmans and Spaldings
missionaries followed by pioneers
became United Statesterritory in 1848after war with Mexico
migration to Texas
migration to Utah
migration toOregon
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
27Concept Mapping ActivityHistory of a Free Nation
COMPROMISE AND CONFLICT
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 1C H A P T E R 1 4
Concept: Economic DiversityBetween 1840 and 1860 the economic diversity of the regions of the United
States became even more pronounced. Technological, economic, labor, and politicalfactors contributed. The comparison matrix below shows some of the areas inwhich the economies of the North, South, and West differed from one another.Complete the concept map and then read the generalization that has been writtenfrom the information in the map.
Concept Generalization: The North, South, and West developed fundamentally different economies that pulled the sections in different directions.
position on slavery
economy
contributionsof technology
labor force
transportation railroads,clipper ships,canals
new method of curing tobacco
immigrants and settlers
under debate in new territories
agricultural,becoming mecha-nized
railroads
factor North South West
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
28 Concept Mapping Activity History of a Free Nation
COMPROMISE AND CONFLICT
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 2C H A P T E R 1 4
Concept: Political ConflictFrom 1850 to 1860, the nation became increasingly embroiled in a political con-
flict between North and South. This conflict led to confrontations in Congress, in theSupreme Court, and on the campaign trail, over the issue of slavery. The spider map below illustrates four such confrontations and their political consequences.Complete the concept map and then write a concept generalization from it aboutpolitical conflict.
Concept Generalization:
1854
Kans
as-N
ebras
ka A
ct
Linco
ln-Do
uglas
deba
tes
1858
1857
CONSEQUENCESOF POLITICAL
CONFLICTBETWEEN NORTH
AND SOUTH
Lincoln gains Northern support for presidency
California enters Union as free state
Missouri Compromise abandoned
slavery in Mexican Cessiondecided by popular
sovereignty
upheld right to own enslaved people anywhere
1850
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
29Concept Mapping ActivityHistory of a Free Nation
THE CIVIL WAR
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 1C H A P T E R 1 5
Concept: ConflictIn any conflict, each side has a strategy for winning the dispute. During the Civil
War, both North and South developed and attempted to use several military strate-gies with different degrees of success. The fishbone map below illustrates the strate-gies each side hoped would carry it to victory in the conflict. Complete the map andread the generalization about the conflict that has been written from the map.
Concept Generalization: The strategies each side chose to fight the Civil War reflectedtheir strengths or weaknesses when they began the conflict.
bloc
kade
Con
fede
rate
por
ts
Monitor
cut offSouth's commerce
British builtConfederate warships
split
the S
outh
thre
aten
Con
fede
rate
capi
talAtlanta
Chattanooga
New Orleans
Ft. Donelson/Henry
Petersburg
the Wilderness
Bull Run
Seven Days' Battle
blockade runners
CIVILWAR
CONFLICT
invade North and threaten Washington, D.C.
hold out against North's attacks
get help from England and France
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
30 Concept Mapping Activity History of a Free Nation
THE CIVIL WAR
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 2C H A P T E R 1 5
Concept: Rights and FreedomsThe Civil War was fought to permanently reunite the states. In the North, how-
ever, an active opposition to the war developed. In response, Abraham Lincoln lim-ited the liberties of white Northerners and at the same time appealed to Northernmorality by abolishing slavery in some parts of the Confederacy. The problem/solu-tion outline below illustrates Lincoln’s handling of Northern opposition. Completethe concept map and then read the concept generalization.
Concept Generalization: The Civil War affected the free exercise of civil rights of whitesand African Americans alike.
Attempted Solutions:
•
• suspended some civil rights for a few
• issued EmancipationProclamation
Results:
• allowed the jailing of some without evidence
•
•
End Result
Who: Abraham Lincoln
Problem What: active Northern opposition to the war against the Confederacy Why: the high cost of the war in lives and resources
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
31Concept Mapping ActivityHistory of a Free Nation
RECONSTRUCTION
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 1C H A P T E R 1 6
Concept: AdaptationThe end of slavery brought great change to the South. Both African Americans
and whites struggled—sometimes together, sometimes as foes—to adapt to the newpolitical and economic conditions. The network tree below illustrates this process.Complete the concept map and read the generalization.
Concept Generalization: In adapting to economic changes, African Americans andwhites found systems that met the immediate needs of each, but whites were lesswilling to adapt to the political changes brought about by the end of slavery.
CHANGES IN THE SOUTH
economic changes political changes
whites AfricanAmericans
had no had no
jobs civil rights power
lostgained
resulting in forming
resisted by
passing after
Reconstruction
carpetbaggovernments
for for
resulting in
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
32 Concept Mapping Activity History of a Free Nation
RECONSTRUCTION
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 2C H A P T E R 1 6
Concept: Power and AuthorityReconstruction involved not only rebuilding and repairing damages caused by
the Civil War, but granting rights to former enslaved people and restoring the nation.During this period, Congress and the President struggled with, and frequentlyclashed over, policies and programs. The human interaction outline below illustratesa long series of actions and reactions in this battle for political power and authority.Complete the concept map and write a generalization about power and authority.
Concept Generalization:
Lincoln develops Reconstruction plan
Lincoln kills bill with pocket veto
President Johnson implements Lincoln'sReconstruction policies
Johnson vetoes bill
Johnson attacks it and campaigns againstratification
•
•
•
• creates committee to set Reconstruc- tion policy
•
•
• passes Fifteenth Amendment
• passes Tenure of Office Act
•
The President Congress
Fourteenth and Fifteenthamendments establishprinciple of equality
Johnson remains in officebut is powerless in lastmonths of term
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
33Concept Mapping ActivityHistory of a Free Nation
INTO THE WEST
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 1C H A P T E R 1 7
Concept: ConflictAs ranchers, miners, and farmers moved west in the second half of the nine-
teenth century, they came into contact with the Native American occupants of that region and with one another. Conflicts among these groups were probablyinevitable. The concept map below illustrates some of these conflicts. Complete themap and read the generalization about the conflicts it illustrates.
Concept Generalization: Groups in the West came into conflict over land and its uses.
ranchers
land use:
•
•
land use:
crops
•
land use:
necessities of life
•
land use:
minerals
CONFLICT:
CONFLICT: land CONFLICT:
CONFLICT:
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
WESTERN EXPANSION
farmers
opportunities problems opportunities problems opportunities problems
ranchersminers
by
• marriage• healthful climate••
• climate• dependence• isolation•••
• gold••
• lawlessness•
• adventure•
• weather• beef prices•
•
• destruction of natural resources• loss of life•
resulted in:
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
34 Concept Mapping Activity History of a Free Nation
INTO THE WEST
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 2C H A P T E R 1 7
Concept: ExpansionAs the railroad opened isolated areas to a flood of migrants after the Civil War,
western settlers increasingly traveled over the occupied territory that was home toNative Americans. The network tree below illustrates this expansion. Complete theconcept map and read the generalization that has been written from the map.
Concept Generalization: Western expansion was motivated by opportunities forwealth and adventure, and although settlers faced harsh problems, new states andterritories resulted.
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
35Concept Mapping ActivityHistory of a Free Nation
THE RISE OF INDUSTRIAL AMERICA
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 1C H A P T E R 1 8
Concept: Government RestrictionThe tremendous economic and political power wielded by “Big Business” in the
late nineteenth century resulted in pressure on government to bring it under control.The network tree below illustrates the reasons that calls for government restrictionof big business increasingly were heard. Complete the concept map and read thegeneralizations about government restriction that has been written from the map.
Concept Generalization: Because its practices angered the public and destroyed competition, “Big Business” was the target of calls for government restriction.
GOVERNMENT RESTRICTION OF BIG BUSINESS
the public smallbusiness
because ofbecause of
un-scrupulous
policies
shaped byresulting from resulting in
IdaTarbell
ruthlesscompeti-
tion
such as such as such as
destroyingunions
verticalcombina-
tion
cuttingprices
drivingcompetition
out ofbusiness
leading to
resulted from pressure by
bigbusinessefficiency
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
36 Concept Mapping Activity History of a Free Nation
THE RISE OF INDUSTRIAL AMERICA
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 2C H A P T E R 1 8
Concept: Individual InitiativeA combination of factors encouraged rapid industrialization in the late 1800s.
Investment capital, a transportation system, new technology, and expanding mar-kets created the opportunities. Only one element was needed—the initiative of tal-ented and driven individuals—to turn opportunity into reality. The fishbone mapbelow illustrates this process. Complete the concept map and write a generalizationfrom it about individual initiative.
Concept Generalization:
Rockefeller
Swift
iron and steel
railroads
Westinghouse air brake
Swift
Bessemer process
Vanderbilt
sold meat at loss
crushedunion
purchased poor competitors
obtained rebates
offered stock to competitors
trust
American Sugar RefineryCompany
Vanderbilt
Standard Oil Trust
INDIVIDUALINITIATIVE
organized the business efficiently
competed ruthlessly
saw
an o
ppor
tunit
y
appl
ied th
e lat
est t
echn
olog
y
horizontal combinationC
opyr
ight
© b
y G
lenc
oe/
McG
raw
-Hill
.
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
37Concept Mapping ActivityHistory of a Free Nation
AN URBAN SOCIETY
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 1C H A P T E R 1 9
Concept: UnitySome of the consequences of the growth of American industry in the 1800s
encouraged workers to unite to improve their conditions. The concept map belowillustrates this process. Complete the concept map and read the generalization aboutunity that has been written from the information in the map.
Concept Generalization: The unity that workers achieved resulted from their commonexperiences in the workplace.
consisting of consisting of consisting of
resulting in
UNITY
Knights of Labor
Workers' Problems
dangerous working
conditions
led to worker
skilled workers railroad workers
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
38 Concept Mapping Activity History of a Free Nation
AN URBAN SOCIETY
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 2C H A P T E R 1 9
Concept: ConflictThe interests of workers and employers frequently were in conflict in the late
1800s. This conflict sometimes led to confrontation between labor and business. Theconcept map below illustrates this conflict. Complete the map and write a general-ization from the map about conflict in the late 1800s.
Concept Generalization:
led to
led to
business wants:
lower costs and higher profits
railroads cut workers' wages
Pullman cuts wages and lays off workers
labor wants:
used troops
federalgovernment
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
39Concept Mapping ActivityHistory of a Free Nation
THE GILDED AGE
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 1C H A P T E R 2 0
Concept: CorruptionOne of the issues that troubles most governments is the problem of corruption.
The late 1800s were plagued by widespread corruption. The network tree belowillustrates some of the corruption that characterized the Gilded Age. Complete themap and write a generalization from it about the corruption of the period.
Concept Generalization:
Garfieldassassinated
Crédit Mobilier
CORRUPTION IN GOVERNMENT
state
in
kickbacks
Tweed Ring
StandardOil
shakedowns
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
40 Concept Mapping Activity History of a Free Nation
THE GILDED AGE
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 2C H A P T E R 2 0
Concept: Public ProtestThroughout American history, the press and other writers have exposed to the
public corruption, inefficiency, or favoritism in government. Such was the case in theGilded Age. Complete the events below about the causes and results of publicprotest in the late 1800s. Then write a generalization about public protest based onthe completed map.
Concept Generalization:
led to
led to
led to
led to
political scandals
• Tweed Ring•• spoils system
PUBLIC PROTEST
reform
• Presidential Succession Act• repeal of•
calls for good government
• “Mr. Dooley”• ••
election of reformers
• Grover Cleveland•
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
41Concept Mapping ActivityHistory of a Free Nation
POLITICS AND PROTEST
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 1C H A P T E R 2 1
Concept: Economic InequityThe prosperity that accompanied industrial growth in the late 1880s was not
shared by all Americans. Farmers were among those who experienced poverty in themidst of plenty. This economic inequity gave farmers positions on many issues at oddswith the views held by businesspeople. The comparison matrix below illustrates dif-ferences between farmers and businesspeople on major economic issues of the era.Complete the concept map and read the generalization that was written from the map.
Concept Generalization: Although farmers sought government policies intended toimprove their economic status, business wielded more influence in government.
gold standard
prices andmoney supply
tariff policy
regulation ofbusiness
issue farmers' position business positiongovernment
policy outcome
regulationunsuccessful dueto court decisions
gold standard
prices and money supply
favored defla-tion, restricted currency, low prices
called in green-backs and stayed on gold standard
tariff policy opposed high tariffs because they raised prices of goods farmers bought
business prosperity;continued farmpoverty
except for short periods of bimetalism,nation remained on gold standard
Sherman Silver Purchase Act and Bland-Allison Act
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
GROUPS CALLING FOR SOCIAL CHANGE
women
Grange
end abuses of liquor and
the saloon
pooled farmers'
resources to start busi-
nesses
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
42 Concept Mapping Activity History of a Free Nation
POLITICS AND PROTEST
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 2C H A P T E R 2 1
Concept: Social ChangeSocial change is often the result of growing awareness of a situation that offends
the public sense of justice. During the late 1800s, some Americans organized intogroups to attempt to achieve change in society. Complete the network tree whichillustrates some of the areas of social change in the late 1800s. Then write a general-ization about social change from the information on the map.
Concept Generalization:
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
43Concept Mapping ActivityHistory of a Free Nation
IMPERIALISM
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 1C H A P T E R 2 2
Concept: Economic and Political PowerThroughout American history, a close tie has existed between the nation’s eco-
nomic interests and its foreign policy. In the late 1800s, the United States exercisedits political power to enhance its economic power in the world. The comparisonmatrix below illustrates this process. Complete the concept map and read the gener-alization that has been made from the information in the map.
Concept Generalization: American foreign policy in Latin America and Asia was motivated to a great extent by a desire for markets and trade.
Latin America
headed PanAmericanCongress
politicalaction
Hawaii Philippines China World
Open DoorPolicy
protectedAmericanmarkets andcommercialinterests
coaling station for commercialand militaryships
economicbenefit
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
44 Concept Mapping Activity History of a Free Nation
IMPERIALISM
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 2C H A P T E R 2 2
Concept: ConfrontationAfter the Civil War, the United States sought to assume leadership in hemi-
spheric and world affairs. The role resulted in confrontations with other nations asofficials implemented a foreign policy designed to promote national interests andprotect American security. The confrontations that involved military forces areincluded on the comparison matrix below. Complete the concept map and write ageneralization about confrontation from it.
Concept Generalization:
gold standard
prices andmoney supply
why?
when?
France Spain China Colombia
United States action
outcome? Boxers defeated
significance? United Statesshowedwillingness toback MonroeDoctrine withforce
western eco-nomic exploita-tion of China continued
1865 1898 1901 1903
French forces withdrew
Spain’s behaviorin Cuba
Panama gainedindependence
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
45Concept Mapping ActivityHistory of a Free Nation
THE PROGRESSIVE ERA
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 1C H A P T E R 2 3
Concept: Values and BeliefsProgressive reformers envisioned an ideal society where “American” values
were present in all people, where the people controlled their government, and wheregovernment protected the people against harm and exploitation. The fishbone mapbelow illustrates how progressive reforms reflected the values and beliefs of thereformers. Complete the concept map and write a generalization from it on progres-sive reformers.
Concept Generalization:
PROGRES-SIVE
VALUESAND
BELIEFS
work
ers s
houl
dbe
prot
ected
cons
umer
s sho
uld
bepr
otec
ted
stre
ngth
enAm
erica
ncu
lture
improve life for children
extenddem
ocracy
religionshould
improve society
child labor laws
compulsoryeducation
child labor laws
dental clinics
organizations
law-breakers
zoning laws
Meat InspectionAct
nurseries
counseling for
adult education
Salvation Army
temperance
temperance
adult education
compulsory education
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
46 Concept Mapping Activity History of a Free Nation
THE PROGRESSIVE ERA
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 2C H A P T E R 2 3
Concept: ReformThe process of reform often does not begin until the public becomes aware of a
problem through the efforts of an energetic crusader. A problem that drew suchattention during the Progressive Era and prompted public calls for reform was thepower and corruption of political bosses and political machines. The comparisonmatrix below illustrates how reform of this problem was achieved at three levels ofgovernment. Complete the concept map and read the generalization about reformthat has been written from the information in the map.
Concept Generalization: While at the state and federal levels progressives reformedgovernment by giving power to the voters, at the city level voters played a lessimportant role in reform.
problem • political machines controlled city govern- ment
•
• political bosses andbusiness controlledstate legislatures
•
reform • reform mayors• •
• initiative• •
crusader • David Phillips• Charles Russell
•
•
city state federal
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
47Concept Mapping ActivityHistory of a Free Nation
WHITE HOUSE REFORMERS
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 1C H A P T E R 2 4
Concept: Interests and PositionsPresidents Roosevelt, Taft, and Wilson were strong personalities who took deci-
sive positions on the issues of the day. Complete the network tree below that illus-trates the positions of the three Presidents on three key issues. Then write a general-ization about interests and positions from the map.
Concept Generalization:
INTERESTS / POSITIONS
trusts conservation tariffs
Roosevelt: Roosevelt: Roosevelt:favored lower
tariff
Taft: Taft:seen as againstconservation
Taft:
Wilson:asked for anti-
trust law
Wilson: Wilson:
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
48 Concept Mapping Activity History of a Free Nation
WHITE HOUSE REFORMERS
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 2C H A P T E R 2 4
Concept: Economic CompetitionIn the early 1900s, the government took steps to ensure a more competitive econ-
omy. The network tree below illustrates some of the economic measures and theeffect of each government action on economic competition. Complete the conceptmap, then read the generalization about economic competition that has been writtenfrom the information on the map.
Concept Generalization: During the early 1900s, the United States government tookaction to promote free economic competition.
trustbusting Underwood TariffAct
removedprotec-
tion from industriessuccessfulin foreignmarkets
forbade practices that destroyed
competition
opened American and foreign markets
to one another
gave ICC power to fix rates
EFFECTS OF GOVERNMENT REGULATION ON ECONOMIC COMPETITION
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
49Concept Mapping ActivityHistory of a Free Nation
WORLD WAR I ERA
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 1C H A P T E R 2 5
Concept: ConflictThe causes of war are varied and complex. Some result from conflict produced
by a sudden crisis; others are the product of longstanding tensions. The conflicts thatled to World War I fit this description. Complete the fishbone map below about theconflicts leading to World War I and write a generalization from it about the causesof the war.
Concept Generalization:
allian
ce sy
stem
natio
nalis
m
acts of aggression
imperialism
assassination of Archduke Ferdinand overseas expansion
CONFLICTSLEADING
TO WORLDWAR I
Russia mobilization
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
50 Concept Mapping Activity History of a Free Nation
WORLD WAR I ERA
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 2C H A P T E R 2 5
Concept: InterestsWhen Wilson arrived in France for the peace conference, he was on record about
the kind of treaty he believed would be necessary for world peace. However,America’s allies had different interests to be served. The comparison matrix belowcompares Wilson’s interests to events at the conference. Complete the concept mapand read the generalization made from it.
Concept Generalization: While President Wilson’s interests were for a peace of fairnessand forgiving, his allies’ interests were in a peace that punished the Central Powers.
“All the peoples of the world are . . . partners inthis interest [of peace].”
“Open convenants of peace, openly arrived at.”
“Free, open-minded and absolutely impartialadjustment of all colonial claims.”
“A general association of nations . . . for mutualguarantees of political independence and territorialintegrity.”
“Peace without victory”
Wilson's interests events at Versailles Conference
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
51Concept Mapping ActivityHistory of a Free Nation
THE DECADE OF NORMALCY
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 1C H A P T E R 2 6
Concept: Economic ChangeThe 1920s heralded unprecedented prosperity for many segments of American
society. One area of the economy that did not share in this prosperity, however, wasagriculture. Farmers found themselves in a continuing cycle of poverty. The cyclemap below illustrates how farmers acted to change their economic situation, and theconsequences of their attempt. Complete the concept map and write a generalizationfrom the information on the farmers’ cycle of poverty.
Concept Generalization:
which resul ts in
which leads tocausing farmers to
which causes
increaseproduct ion
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
52 Concept Mapping Activity History of a Free Nation
THE DECADE OF NORMALCY
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 2C H A P T E R 2 6
Concept: Social ChangeAmerican society changed dramatically during the 1920s. The effects of these
changes spread throughout society. Complete the spider map below, which illus-trates some of the areas and ways in which society changed. Then read the general-ization that has been written from the information in the map.
Concept Generalization: The social changes of the 1920s affected different aspects ofAmerican society.
anti-
imm
igran
t atti
tude
s
enter
tainm
ent a
nd le
isure rural-urban values clash
SOCIAL CHANGESOF THE 1920s
Harlem Renaissance
Scopes Trial
“flappers” change behaviors and fashion Ku Klux Klan
new freedom for wom
en
jazz
sports gain great popularity
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
53Concept Mapping ActivityHistory of a Free Nation
THE DEPRESSION BEGINS
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 1C H A P T E R 2 7
Concept: Economic ChangeWhen the stock market crashed, the nation’s banks lost millions in bad loans on
stocks. This loss of their depositors’ money triggered a long, downward spiral of theeconomy that hit bottom by 1933, when President Roosevelt took office. The cyclemap below illustrates the recurring steps in the collapse of the nation’s economy.Complete the concept map and write a generalization about the collapse of theUnited States economy.
Concept Generalization:
ef fect on income ef fect on product ion
ef fect on consumpt ion
ef fect on employment
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
54 Concept Mapping Activity History of a Free Nation
THE DEPRESSION BEGINS
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 2C H A P T E R 2 7
Concept: Political PolicyPresident Hoover’s policymaking for his administration’s economic woes did
not philosophically stray far from the tried-and-true Republican values he andCoolidge had shared through earlier times of prosperity. The problem-solution out-lines below illustrate the government’s attempts before and after the 1929 crash tohelp farmers earn more for their crops, including the final policies set by Hoover.Complete the concept maps, then write a generalization about political policy fromthe information in the maps.
Concept Generalization:
Result
Hoover:Congress: government buy surplus and sellabroad
Problem
Solution 1
Farmers, 1929–1932
Attempted solution: manipulate supply or demand
POLICY:
Result POLICY:
< < < < < < < < < < < < < < < < < < < < < < < < < < < < CRASH > > > > > > > > > > > > > > > > > > > > > > > > >
Economists:
1. 25 nations passed laws restricting 3. American imports.
2. 4.
FinalOutcome
vs
Solution 2 Attempted solution: enact higher protective tariff
Congress: increase protective tariff onsome items
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
55Concept Mapping ActivityHistory of a Free Nation
THE NEW DEAL
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 1C H A P T E R 2 8
Concept: Economic ReformTo end the Depression, the Roosevelt administration proposed many new laws
and programs designed to restore prosperity and achieve economic reform. The net-work tree below illustrates some of these programs. Complete the concept map, andthen write a generalization about economic reform from the information in the map.
Concept Generalization:
ECONOMIC REFORM PROGRAMS OF THE NEW DEAL
work relief/ unemployment labor finance
Wagner Act
purpose:purpose: purpose: purpose:
purpose:
purpose: purpose: purpose: purpose:purpose:
purpose:
abolished child labor
flood control rural power
Social Security
establishedminimum wage
codes of fair compensation
FDIC
work for all types of people
hire jobless regulated the stock market
AAA
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
56 Concept Mapping Activity History of a Free Nation
THE NEW DEAL
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 2C H A P T E R 2 8
Concept: Political LeadershipRoosevelt exhibited strong political leadership during his terms in office. The
fishbone map below includes information about Roosevelt’s political leadershipexperience and abilities. Complete the concept map, and then use it to write a gen-eralization about political leadership.
Concept Generalization:
local: New York legislature
state:
federal:
farmers:
jobless: PWA, CWA, WPA
industry:
open press conferences
use of media
polit
ical e
xper
ience
prog
ress
ive ap
proa
ch to
pro
blem
solvi
ng
ability to respond to needs of citizens
ROOSEVELT'SLEADERSHIP
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
57Concept Mapping ActivityHistory of a Free Nation
WORLD WAR II
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 1C H A P T E R 2 9
Concept: International AlliancesIn the aftermath of World War I, poor economic conditions helped set the stage
for further dissatisfaction among major countries of the world. Germany, Italy, andJapan looked to one another for assistance in achieving their nation’s immediate goalsin attaining higher status in the world community. Complete the comparison matrixbelow that compares certain attributes of each nation during the pre-World War II era.Then read the generalization about alliances.
Concept Generalization: Countries with similar political leadership and goals oftenbecome allies.
Italy Japan
reasons for dissatis-faction after WorldWar I
blamed for the war;huge reparations;heavy unemployment;inflation
Treaty of Versaillesgranted them littleland; large war debts;unemployment; economic depression
government leader Emperor Hirohito1926
Germany
new type of govern-ment formed
new government's goals
militarism
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
58 Concept Mapping Activity History of a Free Nation
WORLD WAR II
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 2C H A P T E R 2 9
Concept: Military ConflictThe fighting in World War II was highlighted by several critical military con-
flicts. The outcome of each was crucial to the next step in Allied and Axis strategies.The events chain below includes some of these critical military conflicts. Completethe concept map and write a generalization for the map.
Concept Generalization:
Who: Germany, Italy
Who: Germany
Who: Soviet Union
Who: British-American army
Who: British-American army
Who: Axis forces
Who: Axis forces
Who: Germany
Who: France
Who: Soviet Union
When:Conflict: Axis powers invade France.Outcome: France surrenders; Britain faces Hitler alone.
When:Conflict:Outcome: Stalin signs an alliance with Britain; the United States offers lend-lease aid.
When: September 1942Conflict: Soviet and German troops battle for Stalingrad.Outcome:
When: November 1942Conflict:Outcome: Cleared the way for Allied troops to invade “soft underbelly” of
Europe.
When: August 1943Conflict:Outcome:
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
59Concept Mapping ActivityHistory of a Free Nation
THE COLD WAR
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 1C H A P T E R 3 0
Concept: Political and Economic PowerAfter World War II, political and economic influence assumed great importance
in the quest for peace and stability. The network tree below shows how the UnitedStates exerted its economic and political power in Europe and Asia to prevent thespread of communism and to restore peace. Complete the concept map, then write ageneralization about economic and political power from the map.
Concept Generalization:
UNITED STATES USE OF POLITICAL
AND ECONOMIC POWER
political
Europe Asia Europe Asia
KoreanWar
Philippinereconstruction
economic
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
60 Concept Mapping Activity History of a Free Nation
THE COLD WAR
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 2C H A P T E R 3 0
Concept: LeadershipIt has been said that those who fail to learn from the mistakes of history are con-
demned to repeat them. President Truman learned foreign policy from the results ofa world depression and two world wars. His leadership in the cold war is illustrat-ed by the comparison matrix below. Complete the concept map and read the gener-alization that has been written from the information in the map.
Concept Generalization: The actions Truman took to contain communism variedaccording to the circumstances and severity of each situation.
situation unrest and civilwar
challenge stop spread ofcommunism
Truman's action
Greece/Turkey Europe Berlin Korea
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
61Concept Mapping ActivityHistory of a Free Nation
SEARCH FOR STABILITY
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 1C H A P T E R 3 1
Concept: International LeadershipInternational events in the 1950s presented serious challenges for the
Eisenhower administration. The President employed a variety of approaches in deal-ing with such developments. The spider map below illustrates four cold war situa-tions and the leadership demonstrated by Eisenhower in combating communistinfluence in the world. Complete the concept map and read the generalization aboutinternational leadership that has been written from the information in the map.
Concept Generalization: Eisenhower used a variety of approaches including Americanmilitary power, economic power, and covert action as a leader in international affairs.
Cuba comes under com
munist influence
Iran seizes Anglo-American oil com
pany
Sout
h Viet
nam
fight
s com
mun
ist gu
erril
las
Egyp
t see
ks fa
vors
from
Sov
iets a
nd
com
mun
ist C
hina
EISENHOWER'SLEADERSHIP
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
62 Concept Mapping Activity History of a Free Nation
SEARCH FOR STABILITY
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 2C H A P T E R 3 1
Concept: Economic GrowthThe 1950s in the United States was a period of unparalleled economic growth.
This prosperity changed American life dramatically. The fishbone map below showsfour of the areas in which the economy grew. Complete the map by citing examplesof how life changed as a result of the specific area of growth. Then write a general-ization about the map.
Concept Generalization:
Effective advertising enticed Americans to buy more goods.
The automobile allowed people to move away from cities.Area: Total production increased.
Area
: Con
sum
er cr
edit
incr
ease
d.
Area
: Tec
hnol
ogica
l dev
elopm
ents
incr
ease
d.
Area:
ECONOMICGROWTH OFTHE 1950s
Sales of consumergoods increased.
Number of homeownersincreased.
Automation increasedproduction.
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
63Concept Mapping ActivityHistory of a Free Nation
THE CIVIL RIGHTS ERA
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 1C H A P T E R 3 2
Concept: Civil RightsDuring the period from 1954 to 1963, the American civil rights movement was
revived. Under the leadership of such remarkable Americans as Martin Luther King,Jr., African Americans resumed efforts to win equality under the law. The problem-solution outline below displays some of the solutions African Americans applied tothe problem of gaining fuller civil rights. Complete the concept map, then write ageneralization about civil rights from the information in the map.
Concept Generalization:
Attempted Solutions Results
1. schools:
2. public buses: citizen protest—Rosa Parks sat in all-white section of bus, refused to give up seat; organized year-long boycott of Montgomery buses.
3. public places: organized civil rights movement—
1. Brown v. Board of Education: unconstitutional to separate schoolchildren by race
2.
3. Martin Luther King, Jr., and other African American leaders organized SCLC
Problem
Solution
End Result End of segregation in schools, transportation, and public accommodations
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
64 Concept Mapping Activity History of a Free Nation
THE CIVIL RIGHTS ERA
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 2C H A P T E R 3 2
Concept: Civil RightsThroughout the 1960s and into the early 1970s, the civil rights movement
expanded in different directions to include both radical and nonviolent approaches.The movement also began to encompass groups besides African Americans, whodemanded that the government address their civil rights as well. During this period,these different parts of the movement achieved gains as well as suffered defeats. Thecomparison matrix below summarizes the two main approaches to civil rights.Complete the concept map and write a generalization about civil rights from theinformation in the map.
Concept Generalization:
RadicalApproach toCivil Rights Conventional
groups represented/organizations
African Americans: Black Muslims,
Native Americans:
women:
philosophy assimilation;
forms of protest
gains or setbacks setbacks: hardened whiteprejudices
noncooperation with whites,emphasis on heritage, urban riots,seizure of federal lands
court suits, lobbying,
gains: Civil Rights Act of 1964
setbacks:
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
65Concept Mapping ActivityHistory of a Free Nation
THE VIETNAM ERA
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 1C H A P T E R 3 3
Concept: Foreign PolicyDuring their administrations, Presidents Kennedy, Johnson, and Nixon upheld
the goal of containing any further spread of communism anywhere in the world. Atnearly every turn, the USSR or governments backed by the USSR challengedAmerican efforts toward achieving this goal. The web outline below shows somemajor situations that increased cold war tensions. Complete the concept map andwrite a generalization about foreign policy from the information in the map.
Concept Generalization:
STOPPINGCOMMUNISM
action: Soviet Union places missiles
reaction:
action:
reaction: United States backs UN efforts to arrange a cease-fire
reaction: United States resumes testing
action:
reaction:
nuclear testing
CubaCo
ngo
Domini
can R
epub
lic
action: President Kennedyrefuses to end four-powerpostwar occupation
reaction:
North Korea Berlin
action: government seizesUnited States spy ship, the Pueblo
reaction: action:
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
66 Concept Mapping Activity History of a Free Nation
THE VIETNAM ERA
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 2C H A P T E R 3 3
Concept: WarSometimes war comes suddenly and unexpectedly. But the causes of war often
precede by years the actual fighting. The events chain below illustrates how the UnitedStates was drawn into war in Vietnam in the 1960s. Complete the concept map andwrite a generalization from it about war.
Concept Generalization:
1946–1954• Vietnamese Communists fight for independence from France after World War II
1957–1964• North Vietnam supports Communist Vietcong guerrillas in South Vietnam
1963–1964• South Vietnam’s president assassinated• revolution in South Vietnam
1964•
1964–1965••
1954• Vietnam partitioned into two nations• Eisenhower sends aid and United States military advisers to South Vietnam
1961–1963• Kennedy expands aid and military advisers in South Vietnam
1964•
• Johnson orders support of raids on North Vietnam’s coast
1964•
•
1965•
• Johnson commits American ground forces to combat
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
67Concept Mapping ActivityHistory of a Free Nation
CAMELOT TO WATERGATE
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 1C H A P T E R 3 4
Concept: Domestic PolicyThe administrations of President Kennedy, President Johnson, and President
Nixon were each marked by distinct policies attempting to address domestic issues.Their actions succeeded in some respects while failing in others, resulting in varyingdegrees of support from the American public. The comparison matrix below pro-vides information about the domestic policies of each of these Presidents. Completethe concept map, then read the generalization that has been written from the map.
Concept Generalization: Each President addresses similar domestic problems with avariety of solutions, which are supported or challenged by different interest groups.
Program
Major Issues
Actions Taken
Response inspired trust and devotion strained relations with business leaders
higher taxes on imported oil
Administration Kennedy Johnson Nixon
“New Frontier”
povertyimmigration
slow economic growth
Immigration Act of 1965
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
68 Concept Mapping Activity History of a Free Nation
CAMELOT TO WATERGATE
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 2C H A P T E R 3 4
Concept: CorruptionThe Nixon administration wielded great power, but it eventually collapsed in
disgrace. The spider map below illustrates some of the evidence of corruption in theNixon presidency. Complete the concept map by supplying details for each exampleand then write a generalization that summarizes the content of the map.
Concept Generalization:
CORRUPTION INNIXON PRESIDENCY
Nixon dismissed special prosecutor rather than surrender tapes
break-in at DemocraticNational Committee offices
Vice President Agnew
White House tapes
Wate
rgate
Committe
e to R
eelec
t the P
reside
nt
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
69Concept Mapping ActivityHistory of a Free Nation
SEARCH FOR SOLUTIONS
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 1C H A P T E R 3 5
Concept: Political IdeologyObviously, the political view of Democratic President Carter and Republican
President Reagan differed, and it can best be seen in their individual domestic andforeign policies. The network tree below includes information about the policies ofthese two Presidents, illustrating the political views of each President. Complete theconcept map, then read the generalization that has been written from the map.
Concept Generalization: The political ideology of a President affects specific domestic and foreign policiesof the administration.
Carter Reagan
domestic policy foreign policy domestic policy foreign policy
no unifying theme,followed middle
course
belief that United Statesshould be viewed as a
strong power
promised toreduce
governmentspending
CentralAmerica: cut
off aid to somecountries
Soviet Union:
El Salvador:
Grenada:
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
70 Concept Mapping Activity History of a Free Nation
SEARCH FOR SOLUTIONS
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 2C H A P T E R 3 5
Concept: LeadershipA President must have a combination of many leadership skills in order to lead
the nation effectively, particularly in times of crisis. The comparison matrix belowlists three leadership skills competent leaders should possess. Compare Reagan andCarter as Presidents by citing examples of skills each President displayed, as well asexamples of actions taken by each that indicate one possessed or did not possesseach skill. Complete the concept map, then write a generalization about presidentialleadership from the information in the map.
Concept Generalization:
President Ronald ReaganPRESIDENTIALLEADERSHIP SKILLS President Jimmy Carter
1. set the course of the nation with defined goals
cut taxes; increased defensespending; strengthened U.S.strategic power
2. motivate and gain trust of American people
inability to sell his politicalposition to citizens and Congress
3. develop expertise at problem-solving
foreign policies:restored military aid to El Salvador government; failed to keep the peace with Americantroops in Lebanon; used spaceprograms to research SDI for military purposes; achieveddisarmament treaty with Soviet Union
domestic policies: domestic policies:no previous experience innational government; peopleconfused about administrationgoals on important issues
foreign policies:
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
71Concept Mapping ActivityHistory of a Free Nation
TOWARD A NEW CENTURY
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 1C H A P T E R 3 6
Concept: Economic and Social PolicySince his election, President Clinton has been challenged by the country’s eco-
nomic and social problems. However, the greatest challenge often has been devel-oping a consensus on possible solutions. The fishbone map below illustrates some ofthe issues facing Americans today. Complete the map by citing examples of opposi-tion or support for each proposal shown. Then write a generalization about govern-ment’s ability to solve problems.
Concept Generalization:
ECONOMICAND
SOCIALPOLICY
guaranteed basic health benefits toall Americans
Small business owners
Brady Bill
increased education and training for welfare recipients and a two-year limit on benefits
Speaker of the House
programs to lower demand for drugs
Area
: crim
e
Area
: the
envir
onm
ent
Area
: hea
lth ca
re
Area: welfare
Area: drug abuse
Area: health risks
Congress passed
Congress advocated
federal AIDS policy coordinator appointed
crime bill banned assaultweapons
measures passed to reduce solidand toxic wastes
State requirements
Republicans
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.
★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★
72 Concept Mapping Activity History of a Free Nation
TOWARD A NEW CENTURY
Name ________________________________________ Date__________________ Class _________________
Concept Mapping Activity 2C H A P T E R 3 6
Concept: Foreign PolicySince the breakup of the Soviet Union and the end of the cold war, the United
States has been faced with identifying its role in world issues as the last superpow-er. The comparison matrix below illustrates United States response to some of thechallenges it has faced in the recent past. Complete the concept map by writing inthe missing information. Then write a generalization about changes in United Statsforeign policy from the information on the map.
Concept Generalization:
Somalia the Balkans Haiti Israel-PLO Israel/Jordan
Problem civil war;starvation
Bosnian Serbsfollowed a policy ofgenocide andethniccleansing
state of war existing for47 years
Middle Eastpolicy teamresumedpeace process;Israeli primeminister and PLO leader agreed on a framework forPalestinianself-rule
United StatesRole
Cop
yrig
ht ©
by
Gle
ncoe
/M
cGra
w-H
ill.